Berea High School                                                          Community ~ Character ~ Excellence

Teacher/Class: J. Kinssec/ Essentials of English 1-4                                                                                                                             

Unit Title:   Introducing Knowledge with Literary Text                                                                                                                                                                                                                  Tentative Date Range: 8/18----10/10

Overall Learning Objective :  LAFS.8.RI.2.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Definition: Word UP allows students to understand the impact word choice has on developing meaning and tone.

 Language Objective: This supports writing by modeling how authors use words to support meaning and tone.  This supports the PEEL writing process.  This can be used as a station when students are comfortable with the concepts and skills.  Instructional Steps Continued… Once students complete the first four boxes, students form quads and give them 7 minutes to share their findings and add to their organizer. Students will participate in a whole class All Write Round Robin adaptation. 

Collaborate to discuss content-area concepts, effectively expressing ideas, comparing ideas, and building on others’ ideas.

Standards: Essentials of English Standard 8-SWBA to Standard 8:  Purpose: to analyze the impact of specific word choice on meaning and tone. Instructional Steps: First Read: Students should have completed activities for Cluster 1 Standards on this text before engaging in the following lesson. 1. Go over Standard RL.2.4 with students and have them define academic vocabulary (i.e.: figurative, connotative, tone, analogy, allusion). Explain that these elements work together to “UP” the meaning of the text—each and every decision, down to selection of individual words, is done purposefully by the author to create an effect. 2. Have students get into pairs and provide them with the Context Clues Analysis graphic organizer, Tone Words list, and the text

1.     Daily Learning Targets (By the end of class I will be able to…) Use information obtained from a variety of sources to take action for a variety of purposes (i.e., daily life activities, employment activities, educational activities, leisure activities, social activities, etc.).

scaffold and stretch activities to support and enhance student learning. With a partner, choose one figurative phrase that impacts the meaning of the text (identify it: analogy, allusion, etc.), record the example below, and explain its meaning in your own words.

Record the context clues you and your partner used to determine your above explanation.

Determine if the phrase has a negative or positive connotation. Identify the tone of the text and choose several examples of the author’s diction (words or phrases from the text) that add to the tone; record the tone and the supporting diction below (use proper citations).

Explain the relationship between the figurative phrase identified above and the author’s diction and tone.

Why do they fit together? How are they supportive of one another?

EXIT SLIP: Why do you think the author chose to include these words and phrases in the text? How do they support the overall meaning of the piece?

Key Vocabulary Terms

-          Setting

-          Characters

-          Plot

-          Theme

-          Literary elements

-          Inference

-          Text Features

-          Text Structure

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Formative Assessments:

Wheel of Names, Exit Ticket, Graphic Organizers, Thumbs Up/Thumbs Down, and reflection.

Summative Assessment:

Quiz, Classroom Assessment, Vocab

Instructional Delivery

Activating Strategies (i.e. connections to prior knowledge, building background, etc.)

Read for Detail

Fluency Checklist

Multisyllabic Words 

Extend: Central Idea and Details

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Instructional Strategies (Notes/Activities/Materials)

(i.e. comprehensible input, practice/application, meaningful activities, feedback)

Use content-area vocabulary and generate relevant examples to deepen understanding of a central content-area concept.

 Learning Accommodations

Class interventions.pdf

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UDL Framework on guidelines)

Multiple means of engagement, representation, action, and expression

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Leading Learning targets: By the end of class/the week I will be able to:

Practice:

Activities:

classwork, group work, independent activities

Assessments:

formative: quizzes, graded assignments

summative as they arise